teaching fluency not speed reading - university of utah reading … · 2018-08-13 · teaching...
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PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA | February 17-19, 2016
Teaching Fluency NOT Speed Reading
— Jan Hasbrouck —
www.cdl.org | [email protected] | (504) 840-9786
About CDL
About the Presenter
CDL is a results-driven, nonprofit organization. Our singular focus is to improve the life chances of all children, especially those at high risk, by increasing school success.
We provide professional learning that is specific and relevant to the needs of your students and your teachers.
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Our professional learning is designed, facilitated, evaluated, and adjusted to meet your needs. In collaboration with school and district leaders, we examine student and teacher data and build professional learning in response to student and teacher performance. We examine progress frequently and adjust accordingly.
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Give us a call - we are ready to travel to you.
Jan HasbrouckJan Hasbrouck, Ph.D., is an educational consultant, trainer and researcher. She served as the executive consultant to the Washington State Reading Initiative and as an advisor to the Texas Reading Initiative. Jan worked as a reading specialist and literacy coach for 15 years before becoming a professor at the University of Oregon and later Texas A&M University. She has provided educational consulting to individual schools across the United States as well as in Mexico, Peru, Guatemala, Honduras, Jamaica, and Germany, helping teachers and administrators design and implement effective assessment and instructional programs targeted to help low-performing readers. Her research in areas of reading fluency, reading assessment, coaching,
and second language learners has been published in numerous professional books and journals. She is the author and coauthor of several books including, The Reading Coach: A How-to Manual for Success, The Reading Coach 2: More Tools and Strategies for Student-Focused Coaches, and Educators as Physicians: Using RtI Data for Effective Decision-Making as well as several assessment tools. In 2008, she and her colleague, Vicki Gibson, partnered to form Gibson Hasbrouck & Associates, with the mission to provide high quality professional development to educators nationally and internationally.
TeachingFLUENCYNOTSPEED READING
Jan Hasbrouck, Ph.D.
BOTTOM LINE:“It is critical that we establish…instruction that assist(s) learners in becoming truly fluent readers rather than just fast ones.”Kuhn, Schwanenflugel, & Meisinger, (2010) p. 246
KEY Idea for Fluency Instruction
Reading Fluency: Understanding and Teaching this Complex Skill
Jan Hasbrouck, Ph.D.Deborah R. Glaser, Ed.D.
Available online at www.gha-pd.com
FOUR MODULES Defining & Describing this Complex Skill Assessing Reading Fluency Planning and Teaching Fluency Teaching Fluency through Skill Integration
Summary booklets sold in sets of 4
How to DEFINE
Reading Fluency?
What is Reading Fluency?Reasonably accurate reading at an
appropriate rate with suitable prosody thatleads to accurate and deep
comprehension and motivationto read.
Hasbrouck & Glaser (2012)
What is Reading Fluency?
Aim for at least _____ % accuracyRasinski, Reutzel, Chard, Thompson (2011)
Emerging readers: _____ %
Reasonably ACCURATE?
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
1
What is Reading Fluency?Appropriate RATE?
What is Reading Fluency?Fluent reading should sound like
SPEECHStahl & Kuhn (2002)
CBM-R ORF Normsfor Grades 1- 8
Hasbrouck & Tindal ORF Norms: A Valuable Assessment Tool
for Reading Teachers The Reading Teacher (Spring 2006)
What is Reading Fluency?Appropriate RATE?
_____th %ile on oral reading fluency (ORF) norms on
unpracticed, grade-level text
AppropriateRATE
For Students (ORF)?# 1 LIMITED EVIDENCE from research ortheory or practice that suggest a benefit to reading significantly ABOVE the 50th%ile. Can be detrimental.
# 2 SIGNIFICANT EVIDENCE that it iscrucial to help students read with fluency solidly at or very near the 50th%ile to support comprehension and motivation.
What is Reading Fluency?Suitable PROSODY?Mirrors spoken language
& conveys meaningBUT abnormal pitch, intonation, phrasing,
pauses can be “suitable”
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
2
What is Reading Fluency?The ability to read accurately quickly
with expression & phrasing
COMPONENTS of fluency
CCSS Foundation Skill: FLUENCYReading text* with PURPOSE and
UNDERSTANDING!*Kindergarten: Emergent reader texts
*Grade 1+: On-level text
Reasonably accurate?Appropriate rate?Suitable prosody?
Reasonably accurate?Appropriate rate?Suitable prosody?
READING FLUENCY?When the reader’s ACCURACY,
RATE and PROSODY correctly represent the PURPOSE of the task and
facilitates the reader’s UNDERSTANDING!
What is theROLE
of Fluency in Reading?
Characteristics ofNonfluent Readers
DESCRIPTORS: Read word—by—word Slow, laborious readers Uncertain of sight words Ignore punctuation Unmotivated
REAL ISSUE:Comprehension & Motivation!
MULTIPLE Causes of Comprehension Problems: Lack of sufficient background/vocabulary. Lack of sufficient language foundation. Fails to organize & use information to understand--Does not realize when s/hefails to understand. Poor decoding/fluency skills.
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
3
“This table may not include all of the drugs that prolong the QT interval or cause torsades. Risk of drug-induced QT prolongation may be increased in women, the elderly, and in hypokalemia, hypomagnesemia, bradycardia, starvation, CHF, and CNS injuries. Hepatorenal dysfunction and drug interactions can increase the concentration of QT interval-prolonging drugs. Coadministration of QT interval-prolonging drugs can have additive effects.”
Tarascon Pocket Pharmacopoeia (2010)
REAL ISSUE:Comprehension & Motivation!
MULTIPLE Causes of Comprehension Problems: Lack of sufficient background/vocabulary. Lack of sufficient language foundation. Fails to organize & use information to understand--Does not realize when s/hefails to understand. Poor decoding/fluency skills.
Bridge to ComprehensionFluency forms the bridge between word
identification & constructing meaning
Identifying Words
ConstructingMeaning
VocabularyComprehension
FLUENCY
Pikulski & Chard (2005)
Doorway to Comprehension?Fluency serves as a doorway between word
identification & constructing meaning
Identifying Words
ConstructingMeaning
VocabularyComprehension
FLUENCY
Hasbrouck & Glaser (2012)
The Role of Fluencyin Reading?
ACCURACY: Comprehension is limited byinaccurate reading (below 95%). RATE: Comprehension is limited by inefficient,slow, laborious reading or reading too fast. Lack of fluency = lack of motivation =fewer words read = smaller vocabulary =limited comprehension (self-perpetuating)
Who NEEDS
Fluency Instruction?
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
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FLUENCY INSTRUCTIONTier 1: On LevelStudents at/above benchmark; able to succeed with classroom instructionTier 2: SupplementaryStudents needing some extra targeted skills instruction to keep them at level or catch them upTier 3: IntensiveStudents significantly behind their peers or with special learning challenges or disabilities
Assess listening comprehensionto determine strengths/weakness in vocabulary or language-related issues
Assess phonemic awareness& teach if necessary
Assess phonics/decoding& teach if necessary
TEACH fluency explicitly TEACH comprehension strategies TEACH vocabulary
comprehensionpervasive patterns of difficulty in interactingwith & constructing meaning from text
fluencymore than 10 words below50th %ile on H&T norms on grade level ORF
Assess phonics/decoding & teach if necessary
Assess sight word knowledge TEACH fluency explicitly CHALLENGE with high-level
comprehension and vocabulary
comprehension
fluencymore than 10 words below50th %ile on H&T norms on grade level ORF
TEACH comprehension strategies TEACH vocabulary
comprehensionpervasive patterns of difficulty in interactingwith & constructing meaning from text
fluencyat or above 50th %ile
on H&T norms on grade level ORF
CHALLENGE with high-levelcomprehension and vocabulary
comprehension
fluencyat or above 50th %ile
on H&T norms on grade level ORF
How to TEACH
Reading Fluency?
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
5
BOTTOM LINE:The natural result of INSTRUCTION Explicit Systematic Comprehensive instruction
PLUSLots of carefully orchestrated reading PRACTICE
Research on Fluency Instruction
Hudson, Pullen, Lane, & Torgesen, (2009)
TRIPLE A:Hasbrouck & Glaser (2012)
Read words with reasonable ACCURACY Read words and connect with ideasAUTOMATICALLY! ACCESS meaning!
Fluency Instruction
Providing Fluency Instruction to BEGINNING Readers?
FOUNDATION of fluency?ACCURACY!
At the SOUND, WORD, & PHRASE levelCONFIDENCE!
• Oral, guided reading practice with feedbackimproves fluency for“typical” students.
• Independent practice (silent reading) NOTsufficient to improve fluency.
Research on Fluency Instruction
NICHD (2000)
Research on Fluency Instruction
• Repeated reading(deep reading) remainsthe “gold standard”.• Assistance more effective(feedback; reading with model).Kuhn & Stahl (2003)
• Prosody develops fromacquiring efficient word & textreading skills. Kuhn, Schwanenflugel & Meisinger (2010)
• Wide reading(vs. repeated reading)may be best strategy forimproving fluency for some.Kuhn et al., 2006
• Wide reading must bemonitored & studentsheld accountable.Reutzel et al., 2008
Research on Fluency Instruction
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
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• Structured partnerreading improves fluency.Osborn, Lehr & Hiebert (2002)
• Cueing for accuracy & ratehelps improve fluency.O’Shea & Sindelar (1984)
Research on Fluency Instruction • Challenging passages
(85% accuracy) beneficialwith sufficient support& monitoring.Stahl & Heuback (2005)
• Combining three research-proven strategies (modeling, repeated reading, progress monitoring)effective & motivating.Hasbrouck, Ihnot, & Rogers (1999)
Research on Fluency Instruction
Research on Fluency Instruction
How can weAPPLYthis fluency
research to realworld classroominstruction?DIFFERENTIATE BASED ON
IDENTIFIED NEEDS!
TRADITIONAL PRACTICE:Round robin reading
from science, social studies, literature, chapter books
Students take turns reading parts of a text aloud
Passage Reading Practicesto Improve Fluency
Disadvantages of Round Robin Reading:
Drop everything and read: But how?Jan Hasbrouck (Summer, 2006)
ALTERNATIVES to Round Robin
Choral Reading Cloze Reading Partner Reading
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
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CHORAL READINGWhole class reads ALOUD & TOGETHER
from same selection NON-THREATENING practicePROCEDURE Orally read with students Read at a moderate rate Use pre-correction procedures:
“Keep your voice with mine.”
CLOZE READINGASSISTS students in reading difficult materialProvides GROUP PRACTICE & MAINTAINS
student ATTENTION
PROCEDURE Orally read the material to students Read at a moderate rate Pause & have students say the next word Intentionally delete “meaningful words”
The Right to ReadReading is important. It is a useful skill. People who
can read have an easier time in life. They can read traffic signs, menus and maps. They can pass a test to get a driver’s license. They can apply for a job. Reading is also powerful. People who can read can learn about all kinds of things.
However, not everyone can read. Some experts study reading. They say that one out of every sixth person in the world can’t read. There are many reasons for this problem. Some countries do not let girls go to school. In those countries, many women cannot read. Other people live in very poor countries. No one can afford to learn to read in these countries. They are busy trying to find food to eat. Many countries are at war. Their people are fighting to stay alive. They do not have time to learn to read.
STRUCTURED PARTNER READING
PROCEDURE ASSIGN students partners Designate amount to read to partner When an error is heard, teach students to use the
“Ask, then Tell” procedure:
ASK “Can you figure out this word?”TELL “The word is ______.” “Read the sentence again.”
Establishing Partners Avoid pairing
highest and lowestskilled readers
Consider takinglowest readers intoa small group forpractice with theteacher
Establishing Partners1. Ebonie2. Jazmine3. Bobby4. Celisse5. Marsha6. Krishon7. Sammy8. Isaac9. Orlando10. Miquel
11. Michael12. Andrea13. Ezra14. Juan15. Amy16. Hyun Ha17. Mari18. Harry19. Sarah Jane20. Ashley
21. Quan22. Kyesha23. Francisco24. Angelica
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
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PARTNER READING VARIATIONSSide by Side- Reading to a Partner
Students sit next to each other with one book between them. One partner reads & points to the words;
the other partner follows along.Shoulder to Shoulder- Reading to a PartnerStudents sit facing opposite directions with shoulders
aligned. Each partner has a book.Reading WITH a Partner
Students sit side to side with one book between them. Both partners read at the same time as partner one
touches the words.
Commercial Fluency PracticeCore Reading
Programs Six Minute Solution
K-2 Gr 3-6 Gr 6-9 Partner reading practice
ALL STUDENTSTiers 1, 2, 3In-class practice opportunities.SUPPLEMENTAL & INTERVENTIONTiers 2 & 3Explicit, systematic, intensive, active instruction with supervised, sustained guided practice.
FLUENCY INSTRUCTION FLUENCY INTERVENTIONTHREE STEP MODEL
ACCURACYRATEGRAPHING FOR MOTIVATIONREAD NATURALLY www.readnaturally.com
FLUENCY INTERVENTION(1) FOLLOWING A MODEL
Reading along with a model of ACCURATEreading from an audio tape/CD or computer
OR a skillful reader
(2) REPEATED READINGStudents REREAD passage orally to
themselves or a partner until goal achieved (4-10 times)
(3) MONITORING PROGRESSStudents GRAPH their performance:
“Cold” reading first- BLUE; then again after practice- RED
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
9
FLUENCY INTERVENTIONPLACEMENT FIRST!
1. Place students inappropriate level:CHALLENGING!Placement Packet onlinewww.readnaturally.com
2. Assign wcpm goal:Placement baseline + 30 for Gr. 1.5 to Gr. 4Placement baseline + 40 for Gr. 5+
FLUENCY INTERVENTION
READ NATURALLY www.readnaturally.com
10 Steps for Instruction + optional retell
PROVIDING FLUENCY INTERVENTION AT A
CHALLENGING LEVEL Model to provide SCAFFOLDING
Students must WORK HARDtoward achieving goal to
see real progress 3X PER WEEK
25 minutes minimum
Commercial Fluency InterventionRead Naturally
Levels .8- 8.0Audio tapes/CD or software & internet editions
www.readnaturally.com
Focus on Fluency
Osborn, Lehr & Heiberttextproject.org
Free download
TEACHING Reading Fluency• Triple A!
Accuracy! Automaticity! Access meaning!• Tiered instructionAll students: Choral, cloze, partner readingTier 2 & 3: Explicit 3-Step process
© 2016 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
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NATIONAL ORAL READING FLUENCY NORMS
NATIONAL ORAL READING FLUENCY NORMS
Hasbrouck & Tindal (2006)
Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
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NATIONAL ORF NORMS
NATIONAL ORF NORMS
50thPercentiles Hasbrouck & Tindal (2006)
494
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127
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Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected]
PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016
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